The instructional skills workshop: A missed opportunity in the UK?

Foxe, John Paul; Frake-Mistak, Mandy; Popovic, Celia

doi:10.1080/14703297.2016.1257949

Cited by 21 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teaching in HE is a multi-faceted activity requiring practical skills in communication, presentation, feedback, listening, technology, reflection and more. Effective, short, practical skills workshops are a feature of HE teacher training in some countries [e.g., (Steinert et al, 2006)] but in other countries these practical approaches are often overlooked in favor of a reflective approach (Henderson et al, 2011;Foxe et al, 2017). Professional development programmes focused on practical teaching skills are limited, both in terms of their availability, and the amount of time that staff have available to dedicate to them (Jacob et al, 2015).…”

Section: Pragmatic Practical He Teacher Trainingmentioning

confidence: 99%

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020

View full text Add to dashboard Cite

Arguments for and against the idea of evidence-based education have occupied the academic literature for decades. Those arguing in favor plead for greater rigor and clarity to determine “what works.” Those arguing against protest that education is a complex, social endeavor and that for epistemological, theoretical and political reasons it is not possible to state, with any useful degree of generalizable certainty, “what works.” While academics argue, policy and practice in Higher Education are beset with problems. Ineffective methods such as “Learning Styles” persist. Teaching quality and teacher performance are measured using subjective and potentially biased feedback. University educators have limited access to professional development, particularly for practical teaching skills. There is a huge volume of higher education research, but it is disconnected from educational practice. Change is needed. We propose a pragmatic model of Evidence-Based Higher Education, empowering educators and others to make judgements about the application of the most useful evidence, in a particular context, including pragmatic considerations of cost and other resources. Implications of the model include a need to emphasize pragmatic approaches to research in higher education, delivering results that are more obviously useful, and a pragmatic focus on practical teaching skills for the development of educators in Higher Education.

show abstract

Section: Pragmatic Practical He Teacher Trainingmentioning

confidence: 99%

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020

View full text Add to dashboard Cite

show abstract

“…For planning and evaluating the teaching strategy, BOPPPS was adopted to actively engage the students. BOPPPS comprises six phases: Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (Foxe, Frake-Mistak & Popovic 2017). Although BOPPPS was also adopted in the previously offered course, due to time constraints it was challenging to adopt all six phases in each contact session.…”

Section: Phase 2: Course Teachingmentioning

confidence: 99%

Blended learning: call of the day for medical education in the global South

Jamil¹,

Naseem²,

Rashwan³

et al. 2019

Sotls

View full text Add to dashboard Cite

Blended learning (BL) is an e-learning approach that combines the strengths of both online and face-to-face learning, creating meaningful interactions between students, teachers, and resources. This paper explores students’ expectations and satisfaction with, and participation in, a basic science course offered through BL approaches in an undergraduate medical education programme in Pakistan. Developmental anatomy (embryology) was redesigned as a BL course and offered to a hundred first-year students. Both online activities and technology-assisted face-to-face interactive discussions were used in each topic. Students’ expectations were gathered at the start of the course and perceptions regarding their satisfaction with the course was collected at the end of the course via questionnaires. A temporal analysis of the website use was conducted to determine any changes in use across the course. The data shows that students were satisfied with their experience in the course. Their expectations regarding technology and pedagogy were met. Online individual learning activities were rated higher than collaborative discussions. Face-to-face discussions received a high rating compared to online learning activities. Students’ access to the website varied throughout the course and declined over time. However, some activity was noted before the exams. Students made extensive use of WhatsApp. In basic science subjects, BL has the potential to offer learners some control over content, learning sequence, and pace and time of learning. Unless made part of an assessment scheme, online discussions and other activities are not likely to be seen as useful learning strategies by students. Teachers’ skills in designing and facilitating BL courses are critical to the success thereof. How to cite this article: JAMIL, Zehra; NASEEM, Azra; RASHWAN, Eman; KHALID, Sumrah. Blended learning: call of the day for medical education in the global South. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 57-76, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=73&path%5B%5D=35 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

show abstract

“…The workshop aims to provide a highly experiential and reflective learning experience for post-secondary-level instructors by following this outline. Foxe, Frake-Mistak, and Popovic (2017) have highlighted the great appeal and popularity of the ISW in the field of educational development despite a present dearth in existing literature that documents evidence on the effective longitudinal impact of the program on teaching practice. The exception to this observation has been the publication of a comprehensive systematic study conducted by Dawson et al (2014) for the Higher Education Quality Council of Ontario.…”

mentioning

confidence: 99%

“…Since fostering an increase of reflective practice amongst faculty was a shared objective for institutional stakeholders involved in funding this initiative, the Dawson et al (2014) report provided an evidence-based rationale for introducing this program into the HRM HEI landscape. Foxe et al (2017) also identify literature on the ISW that includes narrative and reflective content. These articles focus on the structural logistics required in both conducting and implementing the workshop as well as experiential perceptions on the impact of the program based on participant reflections (e.g., Day & the ISW International Advisory Committee, 2004;Fenrich & Johnson, 2016).…”

mentioning

confidence: 99%

Eastern Time

Kay¹,

O'Brien

Day

2019

CELT

View full text Add to dashboard Cite

This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional Municipal (HRM) area will foster a local community of practice and further cross-institutional initiatives focused on enhancing teaching and learning approaches. This paper offers a brief historical background and rationale of the ISW program, and details of implementation. In addition, the lead coordinators share their reflections on the challenges and implications resulting from the process of adapting this established program to fit an innovative and mutually supportive cross-institutional design within the HRM. Ce court article présente la conception et l’élaboration d’Instructional Skills Workshop (ISW), un programme interétablissement en plusieurs phases qui a été conçu par des concepteurs pédagogiques provenant de cinq établissements d’enseignement supérieur d’Halifax, en Nouvelle-Écosse. L’initiative repose sur l’idée que la mise en œuvre d’ISW dans la municipalité régionale d’Halifax encouragera le développement d’une communauté de pratique et de projets interétablissements visant à améliorer les approches d’enseignement et d’apprentissage. Nous présentons brièvement l’histoire et les raisons au fondement de l’ISW ainsi que les détails de sa mise en œuvre. De plus, les coordonnateurs en chef réfléchissent aux difficultés et aux conséquences du processus d’adaptation de ce programme bien établi au concept interétablissement novateur et solidaire au sein de la municipalité régionale d’Halifax.

show abstract

The instructional skills workshop: A missed opportunity in the UK?

Cited by 21 publications

References 12 publications

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

Blended learning: call of the day for medical education in the global South

Eastern Time

Contact Info

Product

Resources

About